Reading Rate Norms by Grade Level

1st - 60wpm

2nd - 70wpm

3rd - 90wpm

4th - 120wpm

5th - 150wpm

6th - 160wpm

Grapheme: written representation of a phoneme; /b/. (think: graphics)

Morpheme:  smallest unit of meaning (think "s" in books)

Phoneme: smallest unit of speech (/t/ in took changes to hook when a /h/ is replaced)

Blend: 2+ consonants that each retain their own sound/phoneme

Digraph: combo of 2 letters (consonants or vowels) representing a single speech sound

Dipthong: sound formed by combo of 2 vowels; sound begins as one vowel and moves toward another (coin)

Cueing Systems:

*Semantics:  Does that word make sense?

*Syntax (syntactical/structural):  Does that word sound right in the sentence, grammatically?

*Grapho-phonemic (visual/letter-sound correspondence):  Sound it out!  Does it look like "sat" or "sitting"?

Analytic/Deductive Phonics:  whole-to-part approach to word study.  1st teach sight words, then relevant phonic generalizations.

Synthetic Phonics:  part-to-whole approach to reading.  Word parts as sounds/syllables, and later combining them into words.

Comprehension Levels (lower to higher order):

Literal

Inferential

Analyitical

Evaluative

Reading Levels via Running Records

Independent: 95-100%

Instructional: 90-94%

Frustration: 89% or lower

ă =short vowel sound (same as two dots above letter)

- = macron (long vowel)

(upside down 'e') = schwa (makes the "uh" sound)

Phonogram:  graphic character that represents a phonetic sound/phoneme/word

Think: Sound=OY  Phonogram=oy,oi

Phonics: this teaching stresses symbol-sound relationships (used most often in beginning instruction).  Also refers to correspondence of sounds to the letters representing themm.

Phonic Analysis: the ID of words by their sounds

Structural/Morphemic Analysis:  the ID of word-meaning elements to help understand meaning of a word as a whole

Morphology:  study of structure/forms of words (derivation, inflection, roots, combining forms)

Syntax:  study of the way sentences are formed/grammaticl rules that govern their function. Examines the various ways words can be combined to create meaning.

Stages of Spelling Development

1. Emergent spelling (3-5yo): some concepts of print/letter-sound correspondence, adjflkdjflk=eagle

2. Letter-Name Alphabetic spelling (6-8yo): D=dog, KE=cookie. Some CVCs, alphabetic principle, consonant blends/digraphs

3. W/in Word Pattern Spelling (7-9yo):long vowel, R-controlled, dipthongs, may confuse 'gril' for 'girl'/'mete' for meet, start learning about -dge/-tch

4. Syllables and Affixes Spelling (9-11yo): inflectional endings (-s,-ed, -ing), homophones, "drop the y and add -ies)

5. Derivational Relations Spelling (11-14yo): explore relationship btwn spelling and meaning (etymology), greek/latin roots, vowel alternations (please->pleasant)

1. Precommunicative: use letters for spelling words, but are just "babble".  adlkfdlk=eagle

2. Semiphonetic: know letters represent sounds. E=eagle; A=eighty

3. Phonetic: spell words like they sound. EGL=eagle; ATE=eighty

4. Transitional: think about how words appear visually/has that visual memory of what words look like. exhibits conventions of English orthography. vowels in every syllable, e-marker, vowel digraph patterns, freq't English letter sequences. EGIL=eagle; EIGHTEE=eighty

5. Conventional: develops over years of word study and writing. Spelling can now be categorized by grade level words.

Intonation - raising or lowering your voice to fit the text.

Ex. but when I do it, YOU get MAD!

Inflection - raising your voice when appropriate in text

Ex.  You there? vs You, there. (raised higher at end to show it is a question)

5 RICA Domains

1. Planning/Organizing/Managing Reading Instruction based on Ongoing Assessment

2. Word Analysis

3. Flunency

4. Vocab, Academic Language, and Background Knowledge

5. Comprehension

Case Study:

Based on_____(data), I recommend______(instruction).

I recommend______(instructional strategy) because______(justification).

Case Study:

1.  ID strengths and weaknesses

2.  Recommend explicit, systematic instruction, strategies, and/or activities

3.  Differentiate to each learners' needs

Domains:

1.  Planning/Organizing/Managing Reading Instruction based upon ongoing (formative) assessment

2.  Word Analysis

3.  Fluency

4.  Vocab, Academic Language, Background Knowledge

5.  Comprehension

****Buzzwords****

~Explicit, systematic instruction (is planned, daily, starts off simple and builds to more complex)

~Flexible, small groups

(not complete)

Table of Contents, index, heading, bold print, bullet points, photos, captions, labels, graphs, glossary, map, timeline